Gigerenzer, G. (2015). Wie Heuristiken unsere moralischen Entscheidungen beeinflussen [Interview mit Gerd Gigerenzer]. Zeitschrift für Didaktik der Philosophie und Ethik, 15(2), 41–45.

Gigerenzer, G. (2015). Prozente führen in die Irre. Gesundheit und Gesellschaft: G + G, (2), 3.

Gigerenzer, G., Kuoni, J., & Ritschard, R. (2015). Was Ärzte wissen müssen. Swiss Medical Forum, 15(36), 787–793. https://doi.org/10.4414/smf.2015.02403

Gigerenzer, G., & Marewski, J. N. (2015). Surrogate science: The idol of a universal method for scientific inference. Journal of Management, 41(2), 421–440. https://doi.org/10.1177/0149206314547522

Gigerenzer, G., & Martignon, L. (2015). Risikokompetenz in der Schule lernen. Lernen und Lernstörungen, 4(2), 91–98. https://doi.org/10.1024/2235-0977/a000098

Gleich, T., Deserno, L., Lorenz, R. C., Boehme, R., Pankow, A., Buchert, R., Kühn, S., Heinz, A., Schlagenhauf, F., & Gallinat, J. (2015). Prefrontal and striatal glutamate differently relate to striatal dopamine: potential regulatory mechanisms of striatal presynaptic dopamine function? The Journal of Neuroscience, 35, 9615–9621. https://doi.org/10.1523/jneurosci.0329-15.2015

Gleich, T., Lorenz, R. C., Pöhland, L., Raufelder, D., Deserno, L., Beck, A., Heinz, A., Kühn, S., & Gallinat, J. (2015). Frontal glutamate and reward processing in adolescence and adulthood. Brain Structure and Function, 220(6), 3087–3099. https://doi.org/10.1007/s00429-014-0844-3

Hachfeld, A., Schroeder, S., Hahn, A., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44–55. https://doi.org/10.1016/j.tate.2015.02.001

Haesner, M., Steinert, A., & Weichenberger, M. (2015). Evaluating an online cognitive training platform for older adults: User experience and implementation requirements. Journal of Gerontological Nursing, 41(8), 22–31. https://doi.org/10.3928/00989134-20150710-44

Hautz, S. C., Hautz, W. E., Feufel, M. A., & Spies, C. D. (2015). Comparability of outcome frameworks in medical education: Implications for framework development. Medical Teacher, 37(11), 1051–1059. https://doi.org/10.3109/0142159X.2015.1012490

Hautz, S. C., Hautz, W. E., Keller, N., Feufel, M. A., & Spies, C. (2015). The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks. GMS German Medical Science, 13, Article Doc20. https://doi.org/10.3205/000224

Hautz, W. E., Kämmer, J. E., Schauber, S. K., Spies, C. D., & Gaissmaier, W. (2015). Diagnostic performance by medical students working individually or in teams. JAMA, 313(3), 303–304. https://doi.org/10.1001/jama.2014.15770

Helbing, D., Brockmann, D., Chadefaux, T., Donnay, K., Blanke, U., Woolley-Meza, O., Moussaid, M., Johansson, A., Krause, J., Schutte, S., & Perc, M. (2015). Saving human lives: What complexity science and information systems can contribute. Journal of Statistical Physics, 158(3), 735–781. https://doi.org/10.1007/s10955-014-1024-9

Herzfeld-Schild, M. L. (2015). "With the harmony of the heart alone": The emotionalization of religion in Heinrich Bone's preface to "Cantate!" (1847). History of Emotions - Insights into Research, 2015(April). https://doi.org/10.14280/08241.38

Herzfeld-Schild, M. L. (2015). "Nur mit der Harmonie des Herzens": Emotionalisierung von Religion in Heinrich Bones Vorwort zu "Cantate!" (1847). Geschichte der Gefühle - Einblicke in die Forschung, 2015(April). https://doi.org/10.14280/08241.39

Hintze, A., Olsson, R. S., Adami, C., & Hertwig, R. (2015). Risk sensitivity as an evolutionary adaptation. Scientific Reports, 5, Article 8242. https://doi.org/10.1038/srep08242

Hintze, A., Phillips, N., & Hertwig, R. (2015). The Janus face of Darwinian competition. Scientific Reports, 5, Article 13662. https://doi.org/10.1038/srep13662

Hoffrage, U., Krauss, S., Martignon, L., & Gigerenzer, G. (2015). Natural frequencies improve Bayesian reasoning in simple and complex inference tasks. Frontiers in Psychology, 6, Article 1473. https://doi.org/10.3389/fpsyg.2015.01473

Hogan, C. L., Catalino, L. I., Mata, J., & Fredrickson, B. L. (2015). Beyond emotional benefits: Physical activity and sedentary behavior affect psychosocial resources through emotions. Psychology & Health, 30(3), 354–369. https://doi.org/10.1080/08870446.2014.973410

Hogarth, R. M., Lejarraga, T., & Soyer, E. (2015). The two settings of kind and wicked learning environments. Current Directions in Psychological Science, 25(5), 379–385. https://doi.org/10.1177/0963721415591878